Stair Elementary Language Arts Grade 4 Ohio Academic Content Standard: Research Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings. Benchmark: · Select and summarize important information and sort key findings into categories about a topic. · Communicate findings orally, visually and in writing or through multimedia. Indicator: · Identify important information found in the sources and summarize the important findings. · Create categories to sort and organize relevant information charts, tables or graphic organizers. · Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered. Technology: In this lesson students will use: · Inspiration (graphic organizer software) · Digital Video Cameras Rain Forest Technology Day Lesson: *** Note to Reader: this lesson is actually intended to be spread over multiple days, with its culminating activity taking place on technology day. Pre-Teaching Activities: · Students will select an animal from the Rain Forest and coordinating informational text. o Students will have a variety of other resources available to them to collect the information they need including: § library books, § magazines, § and the internet. · Provide students with time to read their texts. · Students will pull out important information about their animal and sort it into categories within their graphic organizer using the software Inspiration. o The categories include: § a description of the animal, § the animal’s habitat, § information about the animal’s babies, § information about what the animal eats, § how the animal gathers their food, § and finally fun or interesting facts about their animal. · Using the graphic organizers that they have created, students will: o Work in cooperative groups to create a script for an informational rain forest television show- think National Geographic or Crocodile Hunter. § Students should be creative at including all area of their graphic organizer within the script. · Provide students with time to complete script, as well as brainstorm what they need for their show (props, costumes, sound effects either created by the students or found digitally). Technology Day Activity: · On the final day students will be prepared with script, as well as any props, costumes, and sound effects that they need for their television show. · Groups will practice their show and then record it using a digital video camera. · Groups will then present their shows to the class for viewing. In this way students are learning about other animals of the rain forest as well as their own. Supporting Research In the article Using Digital Cameras for Multidimensional Learning in K-12 Classrooms Viola Supon states “Digital cameras are educational tools that support purposeful instruction with a clear vision on curriculum, instruction, assessment, and reflection(2006).” Supon explains that more and more students are visual learners because of their familiarity with video games and computers. More information, details, and data are gathered visually than any of the other senses. It is necessary that our instructional strategies reflect these visual learners. “Digital imaging is a powerful teaching tool that supports the curriculum across all content area (2006).” Skill acquisition is promoted and learning stimulated through the graphics and illustrations digital cameras provide. In the article “Tech-to-Stretch”: Expanding Possibilities for Literature Response, Phyllis Whitin states “Incorporating multimodal response strategies into everyday literacy instruction builds comprehension and literary interpretation while giving learners purposeful experience in using these modalities (2009).” References: Supon, V. (2006). Using Digital Cameras for Multidimensional Learning in K-12 Classrooms. Journal of Instructional Psychology, 33(2), 154-156. Retrieved from Education Research Complete database. Whitin, P. (2009). "Tech-to-Stretch": Expanding Possibilities for Literature Response. Reading Teacher, 62(5), 408-418. Retrieved from Education Research Complete database.
Language Arts
Grade 4
Ohio Academic Content Standard:
Research
Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.
Benchmark:
· Select and summarize important information and sort key findings into categories about a topic.
· Communicate findings orally, visually and in writing or through multimedia.
Indicator:
· Identify important information found in the sources and summarize the important findings.
· Create categories to sort and organize relevant information charts, tables or graphic organizers.
· Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered.
Technology:
In this lesson students will use:
· Inspiration (graphic organizer software)
· Digital Video Cameras
Rain Forest Technology Day Lesson:
*** Note to Reader: this lesson is actually intended to be spread over multiple days, with its culminating activity taking place on technology day.
Pre-Teaching Activities:
· Students will select an animal from the Rain Forest and coordinating informational text.
o Students will have a variety of other resources available to them to collect the information they need including:
§ library books,
§ magazines,
§ and the internet.
· Provide students with time to read their texts.
· Students will pull out important information about their animal and sort it into categories within their graphic organizer using the software Inspiration.
o The categories include:
§ a description of the animal,
§ the animal’s habitat,
§ information about the animal’s babies,
§ information about what the animal eats,
§ how the animal gathers their food,
§ and finally fun or interesting facts about their animal.
· Using the graphic organizers that they have created, students will:
o Work in cooperative groups to create a script for an informational rain forest television show- think National Geographic or Crocodile Hunter.
§ Students should be creative at including all area of their graphic organizer within the script.
· Provide students with time to complete script, as well as brainstorm what they need for their show (props, costumes, sound effects either created by the students or found digitally).
Technology Day Activity:
· On the final day students will be prepared with script, as well as any props, costumes, and sound effects that they need for their television show.
· Groups will practice their show and then record it using a digital video camera.
· Groups will then present their shows to the class for viewing. In this way students are learning about other animals of the rain forest as well as their own.
Supporting Research
In the article Using Digital Cameras for Multidimensional Learning in K-12 Classrooms Viola Supon states “Digital cameras are educational tools that support purposeful instruction with a clear vision on curriculum, instruction, assessment, and reflection(2006).” Supon explains that more and more students are visual learners because of their familiarity with video games and computers. More information, details, and data are gathered visually than any of the other senses. It is necessary that our instructional strategies reflect these visual learners. “Digital imaging is a powerful teaching tool that supports the curriculum across all content area (2006).” Skill acquisition is promoted and learning stimulated through the graphics and illustrations digital cameras provide.
In the article “Tech-to-Stretch”: Expanding Possibilities for Literature Response, Phyllis Whitin states “Incorporating multimodal response strategies into everyday literacy instruction builds comprehension and literary interpretation while giving learners purposeful experience in using these modalities (2009).”
References:
Supon, V. (2006). Using Digital Cameras for Multidimensional Learning in K-12
Classrooms. Journal of Instructional Psychology, 33(2), 154-156. Retrieved
from Education Research Complete database.
Whitin, P. (2009). "Tech-to-Stretch": Expanding Possibilities for Literature Response.
Reading Teacher, 62(5), 408-418. Retrieved from Education Research Complete database.